Futures Framework

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Benchmark Areas

• Indigenous participation & relevance
• Pathways for learning
• Professional, globally oriented education & training
• Knowledge to solve complex problems
• Expanding capacity through partnerships

Academic Units' Directions

Breakthrough Objectives
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Bold Initiatives
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Professional, globally oriented education and training

Rationale

Job ready, community aware civil citizens are required for the future. All students will undertake experiential learning whether in the workplace, in the community with not-for-profit or other service providers, or in an overseas environment.

All higher education graduates will also learn from unique cross-cultural experiences, reflective learning practices and be exposed to creative thinking that will enable them to be significant contributors to society.

Across the tertiary educational spectrum there has been a significant acceptance of a shift in pedagogical theory and practice from a focus on improving teaching to a focus on improving learning. In this regard there has been a greater acceptance of student-centred learning. The most effective teaching is recognised as that which facilitates students to be actively engaged in learning. Student-centred learning has been described as ways of thinking about learning and teaching that emphasise student responsibility for such activities as planning learning, interacting with teachers and other students, researching, and assessing learning. It is an acknowledgement that it is what the student does, how the student engages, that determines the quality of learning. Advocacy of student-centred learning has resulted in the adoption of problem-based learning; collaborative learning; experiential learning; adventure learning; reflective practice; learning circles; and self-directed learning, community and work based learning.

Charles Darwin University (CDU) will draw on a wide range of initiatives to further enhance the professional and cultural competence of its students including:

• Having students work on real world problems in cross disciplinary teams
• Undertaking units that places students into the community whether in business, in a business incubator or with not for profit organisations
• Working in virtual teams to solve problems with students from overseas universities
• Diversify assessment of learning outcomes that includes academic credit for these types of learning
• Study abroad experiences providing students with a global outlook
• Consulting with employers, professional associations and the community as to course requirements and involving external professional and industry experts in the delivery
• Engaging with the workforce to ensure employment skills are being gained by graduates
• Team teaching including individuals with a range of perspectives
• Professional fellows and adjunct appointments to provide different perspectives
• Introduction of new professional degrees which includes significant practical experience in the workplace, for example the new Bachelor of Teaching and Learning.

It will also:

• Forge linkages with non-research intensive overseas universities, particularly those with students from a range of cultural backgrounds whether internal campuses or located in regions celebrating their multicultural dimensions
• Forge linkages with universities where traditional knowledge is valued and taught together with western knowledge, this activity being enhanced through the proposed United Nations University Research Centre on Traditional Knowledge.

Key Elements

Over the next 10 years, CDU will achieve the following:

• Provision of education and training that engages with and meets the needs of business, professions and occupations (2010)
• Provision of high quality student-centred education and training (2013)
• Provision of innovative and technology mediated approaches to teaching and learning that extend the University’s capacity to deliver education and training at any time and location (2013)
• Graduates with the University’s graduate attributes, including personal practical knowledge, a world view and citizenship skills who have benefited from workplace and community learning experiences (2016).

Enabling Objectives

In order to achieve the Key Elements, CDU will:

• Have an increased commitment to learner-centred approaches to education and to engage further with the professional community in the development and delivery of programs (TL)
• Ensure completing students acquire the University’s identified set of graduate attributes and employability skills (TL)
• Increase the use of innovative, flexible, resource based and technology mediated approaches to teaching and learning (TL)
• Achieve improved, globally oriented teaching and learning practice through staff recruitment, induction and ongoing professional development and support (TL)
• Use an evidence based approach for the adoption of strategies to improve teaching and learning and to implement a comprehensive evaluative framework for the teaching and learning enterprise (TL)
• Promote a wide range of profitable short and other fee-paying course options, sought after by the market (BD)
• Encourage active participation by staff and students in industry programs and professional associations (CA)
• Broaden the experience and skills of postgraduate research students (R).

Trend Indicators

Over the next 10 years, CDU will measure success by:

• Improving responses from internal and external stakeholder feedback and survey instruments
• Strong and improving graduate outcomes
• Increasing flexibility of educational and training provision
• Improving core competencies held by staff.